To Open Minds by Howard E. Gardner
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To Open Minds
By Howard E. Gardner

To Open Minds

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Format: Paperback

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To Open Minds by Howard E. Gardner

Book Description

In this unique attempt to address the dilemma in contemporary education, the noted cognitive scientist weaves the lessons garnered from three vantage points: his own traditional education as an American child, his years of research on creativity at Harvard, and what he saw in modern Chinese classrooms--into a program that draws on the best of both modes, traditional and progressive.

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Book Details

ISBN: 9780465086290
ISBN-10: 0465086292
Format: Paperback
(229mm x 152mm x 25mm)
Pages: 336
Imprint: Basic Books
Publisher: The Perseus Books Group
Publish Date: 20-Mar-1991
Country of Publication: United States

Books By Author Howard E. Gardner

Leading Minds by Howard E. Gardner Leading Minds, Paperback (December 2011)

"Drawing on his groundbreaking work on intelligence and creativity, Harvard psychologist Howard Gardner, developer of the theory of Multiple Intelligences, offers fascinating revelations about the mind"

Creating Minds by Howard E. Gardner Creating Minds, Paperback (December 2011)

The man who revolutionized the understanding of intelligence now gives readers a pathbreaking view of creativity, along with riveting portraits of seven figures who each reinvented an area of human endeavor.

Multiple Intelligences by Howard E. Gardner Multiple Intelligences, Paperback (August 2006)

Gardner's seminal 1993 account of the practical applications of Multiple Intelligences theory is now completely updated and expanded to reflect the latest developments in the field.

Intelligence Reframed by Howard E. Gardner Intelligence Reframed, Paperback (August 2000)

A brilliant state-of-the-art report on how the landmark theory of multiple intelligences is radically changing our understanding of education and human development.

» View all books by Howard E. Gardner


US Kirkus Review » Ebullient, energetic, prolific Gardner (The Mind's New Science, Frames of Mind, etc.) provides more than insights into Chinese-style education in this latest volume. A goodly portion is autobiographical and sheds light on Gardner's stance that intelligence is not a unitary concept. Rather, he posits the existence of multiple "frames of mind" that tap into nonverbal and nonlogical skills. Gardner grew up in the 1940's as a child of German-Jewish refugees living in Scranton. He is colorblind and lacks depth perception but showed musical talent at an early age. He personally decided not to pursue the arduous training to become a professional musician. A born achiever, he wound up at Harvard and came under the influence of Erikson, Bruner, Roger Brown, and others. Gardner's postgraduate years involved him in one project after another, working with brain-damaged veterans, developing experimental elementary-school programs in suburban Boston, investigating arts education. The last led to grants to explore the Chinese approach - celebrated in all those marvels of performance of song and dance, calligraphy and drawing of preschool and early graders. What followed were a series of trips throughout China, on one of which Gardner was accompanied by his wife and an adopted Taiwanese child. When the little boy was encouraged to drop the hotel room key in the slot provided, he made the usual trials and errors to his and his parents' amusement. Invariably, a Chinese adult would observe and gently guide the boy's hand to the proper position and place. That, Gardner explains, is emblematic of the Chinese approach to education - skills and practice before exploration and creativity, the direct opposite of the approach of liberal, child-centered educational philosophy. This theme is elaborated in discussions of Chinese Confucian philosophy and the long history of the hierarchical ordering of society. In the end, Gardner suggests a middle road for American education, one that could benefit from greater emphasis on skills and on learning appropriate classroom deportment, while allowing for exploratory do-it-yourself behaviors that encourage individual cognitive styles and creative productions. An approach that may, in time, lead to more incisive thinkers who can write more incisive books like this one. (Kirkus Reviews)

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Author Biography - Howard E. Gardner

Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in education. In 2000, he was awarded a Guggenheim Fellowship. He lives in Cambridge, Massachusetts.

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